学生トランポリン競技大会で演技を大失敗した選手の特徴

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  • Characteristics of gymnasts who experienced interruption of a routine at the College Student Trampoline Championship
  • 学生トランポリン競技大会で演技を大失敗した選手の特徴--質的・量的分析を組み合わせての考察
  • ガクセイ トランポリン キョウギ タイカイ デ エンギ オ ダイ シッパイ シタ センシュ ノ トクチョウ シツテキ リョウテキ ブンセキ オ クミアワセテ ノ コウサツ
  • －質的・量的分析を組み合わせての考察－
  • -qualitative and quantitative analysis-

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This study aimed to qualitatively and quantitatively clarify characteristics of gymnasts that resulted in the interruption of a routine at the College Student Trampoline Championship. The subjects comprised all 166 athletes (86 males and 80 females) who participated in the 41st All Japan College Student Trampoline Championship held during August 25-27, 2006. Official meeting records (score sheets and digital videotapes) were used. Based on the score records and VTR images of all athletes, subjects were divided into the success group those who completed 10 elements) and the interruption group. In addition, the average point reduction and average difficulty points of all athletes were calculated separately for each gender and class. Furthermore, the element that was interrupted, the circumstances for the interruption, and the preceding skills and circumstances responsible for the interruption were extracted from VTR images. The extraction was carried out by experienced official judges. In male voluntary routines, those who experienced an interruption had performed significantly more difficult routines in all classes combined (p<0.05), and the interrupted skills were often those with relatively low difficulty points. In females, a number of athletes in class B experienced an interruption, and those who could not complete compulsory routines experienced an interruption in voluntary routines at a significantly higher rate (odds ratio, 2.5; 95% CI, 1.2-5.3), and their scores were low. Basic skills other than feet, such as back and front, were often interrupted in class C. Taken together, it was suggested that to avoid interruption, repeatedly practicing relatively easy basic skills and continuous skills was necessary.

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